摘要
为了研究聋生听力状况与其读写成绩及认知能力的关系,本文以聋校中年级学生为对象,采用实验的方法进行研究。结果表明:从总体上讲,聋生的听力损失、补偿情况与其读写成绩及认知能力之间均不存在显著的正相关。聋生认知、读写能力的差异,并不能由其听力损失、听力补偿情况进行简单的回归预测。研究建议:聋校老师在对聋生进行教育的时候,不要带着偏见去看待中重度听力残疾的聋生,要采取有效方法,来提高他们的认知能力和读写成绩。
In order to study the relationship of the level of hearing condition the reading-writing score and cognitive ability, were chosen subjects were chosen from middle grades of schools for the deaf and underwent designed experiments. The results showed that there is no significant positive relationship of hearing loss, and hearing rehabilitation with reading-wrlting score and cognitive ability. Deaf students＇ cognitive and reading-writing score can＇t simplely regressed by the level of hearing loss and hearing rehabilitation. The paper suggest that the teachers schools, for the deaf should not have a prejudice againot their students teach, but should take effective methods to improve their cognitive ability and reading-writing score.
出处
《心理科学》
CSSCI
CSCD
北大核心
2008年第3期711-713,702,共4页
Journal of Psychological Science
关键词
聋生
听力状况
读写成绩
认知能力
deaf students, hearing condition, reading and writing ability, cognitive ability
